| “There is growing evidence that gaining literacy and numeracy skills in adulthood has a positive effect on earnings and employment. However, the acquisition of literacy and numeracy qualifications in adulthood has not yet been shown to be related to significant gains in earnings and employment.” “There is clear, convincing and statistically significant evidence that participation in ALN provision, and having higher levels of ALN, have a positive personal and social impact on individuals and communities. The personal and social impact of literacy and numeracy learning often takes time to emerge, and emerges in forms and contexts that are removed from formal learning environments.” “Teachers of adult basic skills need to have both good generic teaching skills and good subject specific skills. Effective practice in literacy occurs where teachers build on learners’ experience, encourage fluent oral reading, use reciprocal teaching and explicit comprehension strategies and adequate time is allowed for active reading in class.” “Effective practice in numeracy occurs where teachers build on knowledge learners already have and help them overcome their fears of maths, expose and treat misconceptions as a subject for discussion, promote reasoning and problem-solving over ‘answer getting’, and make creative use of ICT.” “Benefits for learners are associated with teachers who work full-time; nevertheless the proportion of sessional teachers in the basic skills workforce is rising.” “Retention rates and success rates are higher on vocational programmes where literacy and numeracy learning is embedded, as compared with non-embedded programmes. Results are lower, however, where a single teacher had dual responsibility for teaching vocational skills and ALN.” “…workplace basic skills courses reach people who are not normally involved in continuous education or training, and learners who participate in these courses voluntarily and who actively use their literacy skills at work and in everyday life continue to improve their skills and are more likely to engage in FE and training.” “Not all learners are motivated by the desire to acquire qualifications of specific skills; they may be motivated by intrinsic goals (for example, regaining confidence lost at school) along with, or instead of the extrinsic goals of career development, better wages and improved employment.” “Better gains for learners seem to be associated with courses which allow for levels of participation in excess of 100 hours; learners require more time to make educationally significant progress than they generally spend in provision.” “Persistence is supported where learner progress is monitored and recognised on a regular basis, by setting and revisiting learner goals. It is therefore important progress towards ‘soft’ outcomes, such as improvements in self-confidence, are recognised within a broad framework of achievement and that formative assessment recognises small steps as well as significant gains. | 